Professional Development

Professional Learning Communities

In Mayfield we are committed to building the collaborative capacity of all teams through embracing the professional learning community model.

The Mayfield professional learning community embraces the following instructional framework as a blueprint to guide our practices when developing and creating authentic and engaging curricular experiences for all students.

We believe that a 21st century learning experience is rooted in a literacy rich instruction that is personalized, differentiated and authentic and cultivates critical thinking, creativity, collaboration, communication, personal balance and global stewardship.

What do we want students to know, be able to do and to deeply understand?

Rationale:
High performing schools use state and national standards to develop a literacy rich curriculum that meets the needs of all learners. This work includes the development of a flexible blueprint that serves to guide instruction at every level in the district. The curriculum in Mayfield empowers teachers, working in collaborative teams to create meaningful, relevant and aligned instructional experiences that push students beyond basic facts and coverage to deep understanding and transfer across all disciplines.

Examples:
Flexible Pacing Guides
Fluid Curriculum Maps
Essential Questions to Frame the Programming Prek-12
Mayfield Profile of a Learner
Literacy Framework

How will we know students are learning? What evidence of student learning will we review?

Rationale:
High Performing schools focus on results and create a system where frequent progress monitoring drives instruction. In Mayfield, we are committed to developing student talents and using a wide range of instructional and assessment tools to collect evidence that students are learning and growing academically. Central to this work is the belief that technology can assist in creating environments where frequent feedback can inform both student and teacher to improve student outcomes for all.

Examples:
Formative Assessments
Summative Assessments
Authentic Assessments
Performance Tasks
Problem Based, Product Based and Case Study Based Learning

What will we do differently when students are not learning? Do not understand? Cannot transfer?

Rationale:
High performing schools respond to students that struggle to master content. When students struggle academically, teacher teams, working with all resources available, identify classroom level strategies that can help meet students where they are at and assist them in mastering content. Central to this work is a clear RTI process that provides guidance on tier I interventions and a clear process for more intensive interventions at tier II and III. At the core is a belief that in a personalized learning environment, not all students will be at the same place, but all students are capable of growth, achievement and excellence.

Examples:
RTI
Tier I, II and III Interventions

What do we do for students that have mastered content? To extend learning? Develop talents?

Rationale:
High Performing schools provide students with opportunities to go beyond the basic and truly master a topic. Central to this work is the opportunity for teacher teams to design and provide opportunities for all students to develop their talents, interests and passions. Creating opportunities for students to play, create, explore and brainstorm are critical to nurturing the whole child.

Examples:
Extension and Enrichment Opportunities
Passion Projects
Unstructured research and project opportunities
Maker Spaces